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1 Social Work 543 Social Work Practice with Individuals 3 Units The subjective experience of having been freed, enabled, released, steadied, re-motivated, reinforced in confidence these are no small gains to the human psyche. Helen Harris Perlman, NASW Social Work Pioneer, in Relationship: The Heart of Helping People Instructor: Steven A. Bush, MSW Course Day: Thursday Office: VAC Course Time: 7:00 am 8:15 am 8:45 am 10:00 am Office Hours: By Appointment Course Location: VAC COURSE PREREQUISITES Social Work Practice with Individuals (SOWK 543) is built upon a liberal arts undergraduate foundation. First-year students are expected to have, and be able to draw upon, basic knowledge and theory found in various social science disciplines including psychology, sociology, anthropology, and biology. I. CATALOGUE DESCRIPTION Theory and principles underlying generic social work practice with primary emphasis on working with individuals. II. COURSE DESCRIPTION Given the complex and diverse urban/rural environments in which social workers practice and the diverse situations in which they intervene, a generalist social work education offers the best foundation for effective social work practice. SOWK 543 is designed to educate and prepare generalist social workers with the knowledge and skills needed to assess the person-in-environment configuration and decide which system(s) individuals, families, groups, communities and/or organizations are most appropriate for the focus of work and service provision. Social Work Practice with Individuals (SOWK 543) introduces generalist social work principles emphasizing a systems perspective, the continuum of service delivery levels and modalities, a commitment to underserved and vulnerable populations. In addition, knowledge of the profession s ethical standards, and the ethical dilemmas that occur as social work values and professional ethics are operationalized in practice. SW 543 Bush VAC Summer 2015 pg. 1 of 22

2 The course takes a sequenced approach to teaching basic practice skills; students are exposed to the theory and necessary skills required to work with individuals in the engagement, assessment, intervention, termination and evaluation phases of treatment. Although the focus is on individual treatment, the person-in-environment and systems approach to practice are emphasized highlighting the necessity for multilevel intervention. The importance of research to social work practice is introduced as it applies to the understanding of client problems and the choice and effectiveness of interventions. III. COURSE OBJECTIVES The Social Work Practice with Individuals course (SOWK 543) will: Objective # Objectives 1 Teach the ethical standards and practices of professional social work. Provide an environment which encourages students to explore how their particular gender, age, religion, ethnicity, social class, and sexual orientation influence their ethics and how these variables may affect their ethical decision making in practice. 2 Provide opportunities for students to increase awareness of individual needs that diverse populations (gender, race, sexual orientation, social class, religion, and vulnerable and oppressed groups) present and which require appropriately matched effective services. 3 Demonstrate the importance of the role of empirical research and evidence-based practice as they apply to social work practice. The principles of evidence-based practice will be presented and students will have opportunity to apply the principles to clinical case studies. 4 Present foundation materials on the complex nature and scope of generalist social work practice, including the varied tasks and roles that social workers undertake as effective change agents. Emphasis will be placed on the importance of a systems paradigm and person-in-environment framework both of which show the interaction between the biological, psychological, social, and cultural systems. 5 Provide the theoretical foundation needed for students to develop core practice skills underlying social work service to individuals. Demonstrate major concepts to support the treatment process (engagement, assessment, planning and contracting, implementation and termination/evaluation phases). Provide students with commonly applied models of practice and experiential activities to practice clinical skills. IV. COURSE FORMAT / INSTRUCTIONAL METHODS The format of the course will consist of didactic instruction and experiential exercises. Case vignettes, videos, and role plays will also be used to facilitate the students learning. These exercises may include the use of videotapes, role-play, or structured small group exercises. Material from the field will be used to illustrate class content and to provide integration between class and field. Confidentiality of material shared in class will be maintained. As class discussion is an integral part of the learning process, students are expected to come to class ready to discuss required reading and its application to theory and practice. SW 543 Bush VAC Summer 2015 pg. 2 of 22

5 VI. COURSE ASSIGNMENTS, DUE DATES & GRADING Assignment Due Date % of Final Grade Assignment 1: Engagement Phase Vignettes 4th week 20% Assignment 2: Midterm: Psychosocial Assessment 8 th week 30% Assignment 3: Final: Intervention Plan Final week 40% Assignment 4: Class Participation Throughout Semester 10% Each of the major assignments is described below. Assignment 1 This assignment will focus on examining engagement strategies with clients. Each student will prepare engagement strategies in response to three different vignettes that depict three different types of clients. Students will be graded on their ability to describe appropriate engagement strategies focusing on cultural values, beliefs, and behaviors that are described in the literature as related to the vignettes. Concepts must be supported by professional literature. The vignettes will be provided at the first class session. Due: 4 th week (May 28, 2015) This assignment relates to student learning outcomes 1, 2, 3, 4, and 5. Assignment 2 This assignment involves developing the first two sections of a psychosocial assessment with a client from field practice. A detailed psychosocial assessment framework will be presented in class. In the first two sections, the student will present significant information (the facts) about the client and then formulate a professional explanation of the client and his/her circumstances based upon the student s theoretical understanding. A detailed description of the assignment will be distributed in class. Due: 8 th week (June 25, 2015) This assignment relates to student learning outcomes 1, 2, 3, 4, and 6. Assignment 3 This assignment involves developing an intervention plan using interventions available at your agency. This plan will be based on the mid-term psychosocial assessment. A discussion and critical analysis of the application of intervention techniques supported by your field placement will also be included. A detailed description of the assignment will be distributed in class. Due: 15 th Week (Tues August 13, 2015) This assignment relates to student learning outcomes 1, 2, 3, 4, 6, 7, and 8. Assignment 4: Class Participation (10% of Course Grade) It is expected that students will attend class regularly, participate in the class discussions, and submit work promptly. Failure to meet these expectations may result in reduction in grades. SW 543 Bush VAC Summer 2015 pg. 5 of 22

6 Your involvement in this class is considered essential to your growth as a practitioner. You will be asked to discuss the material assigned, participate in role-playing, exercises, etc. Knowing the "right" answers is not nearly as important as being willing to risk, explore your ideas, and be open to new information and ideas. Your presence in class along with preparation by having read and considered the assignments, and participation in discussion is essential. Participation on a course website (message board/chat room) if developed, also constitutes meaningful class participation. Guidelines for Evaluating Class Participation 10: Outstanding Contributor: Contributions in class reflect exceptional preparation and participation is substantial. Ideas offered are always substantive, provides one or more major insights as well as direction for the class. Application to cases held is on target and on topic. Challenges are well substantiated, persuasively presented, and presented with excellent comportment. If this person were not a member of the class, the quality of discussion would be diminished markedly. Exemplary behavior in experiential exercises demonstrating on target behavior in role plays, small group discussions, and other activities. 9: Very Good Contributor: Contributions in class reflect thorough preparation and frequency in participation is high. Ideas offered are usually substantive, provide good insights and sometimes direction for the class. Application to cases held is usually on target and on topic. Challenges are well substantiated, often persuasive, and presented with excellent comportment. If this person were not a member of the class, the quality of discussion would be diminished. Good activity in experiential exercises demonstrating behavior that is usually on target in role plays, small group discussions, and other activities. 8: Good Contributor: Contributions in class reflect solid preparation. Ideas offered are usually substantive and participation is very regular, provides generally useful insights but seldom offer a new direction for the discussion. Sometimes provides application of class material to cases held. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive with good comportment. If this person were not a member of the class, the quality of discussion would be diminished somewhat. Behavior in experiential exercises demonstrates good understanding of methods in role plays, small group discussions, and other activities. 7: Adequate Contributor: Contributions in class reflect some preparation. Ideas offered are somewhat substantive, provides some insights but seldom offers a new direction for the discussion. Participation is somewhat regular. Challenges are sometimes presented, and are sometimes persuasive with adequate comportment. If this person were not a member of the class, the quality of discussion would be diminished slightly. Occasionally applies class content to cases. Behavior in experiential exercises is occasionally sporadically on target demonstrating uneven understanding of methods in role plays, small group discussions, and other activities. 6: Inadequate: This person says little in class. Hence, there is not an adequate basis for evaluation. If this person were not a member of the class, the quality of discussion would not be changed. Does not participate actively in exercises but sits almost silently and does not ever present material to the class from exercises. Does not appear to be engaged. 5: Non-Participant: Attends class only. 0: Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive; provides few if any insights and never a constructive direction for the class. Integrative comments and effective challenges are absent. Comportment is negative. If this person were not a member of the class, valuable air-time would be saved. Is unable to perform exercises and detracts from the experience. SW 543 Bush VAC Summer 2015 pg. 6 of 22

7 Class grades will be based on the following: Class Grades Final Grade A A A A B B B B B B C C C C C- VII. REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES Required Textbooks Hepworth, D. H., Rooney, R. H., Rooney, G. D., Strom-Gottfried, K., & Larsen, J. A. (2013). Direct social work practice: Theory and skills (9 th ed.). Belmont, CA: Brooks/Cole, Cengage Learning. On Reserve All additional required readings that are not in the above required texts are available online through electronic reserve (ARES). The textbooks have also been placed on reserve at Leavey Library. DSM-5 Just a reminder that the DSM 5 is available online through the library s subscription using the link below. URL: You ll be asked to log in using your USC ID and password. Once you re on the page, click on the link titled Explore the new edition to access the content. Here s a screenshot of what the page looks like: SW 543 Bush VAC Summer 2015 pg. 7 of 22

19 University Policies and Guidelines VIII. ATTENDANCE POLICY Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your course grade. Students are expected to notify the instructor by of any anticipated absence or reason for tardiness. University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance. Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies. IX. STATEMENT ON ACADEMIC INTEGRITY USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one s own academic work from misuse by others as well as to avoid using another s work as one s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: Additionally, it should be noted that violations of academic integrity are not only violations of USC principles and policies, but also violations of the values of the social work profession. X. STATEMENT FOR STUDENTS WITH DISABILITIES Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Director of the DSP office at or SW 543 Bush VAC Summer 2015 pg. 19 of 22

20 XI. EMERGENCY RESPONSE INFORMATION Note: The following Emergency Response Information pertains to students on campus, but please note its importance should you be on campus for a temporary or extended period. When not on campus: Call the 911 listing in your local community for any emergency. To receive information, call the main number (213) , press #2. For recorded announcements, events, emergency communications or critical incident information. To leave a message, call (213) For additional university information, please call (213) Or visit university website: If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation. Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or account. Register at UNIVERSITY PARK CAMPUS ACADEMIC CENTERS City Center Front of Building Orange County Faculty Parking Lot (12 th & Olive) MRF Leavey Lawn San Diego Building Parking Lot SWC Leavey Lawn Skirball Front of Building VKC McCarthy Quad WPH McCarthy Quad Do not re-enter the building until given the all clear by emergency personnel. XII. STATEMENT ABOUT INCOMPLETES The Grade of Incomplete (IN) can be assigned only if there is work not completed because of a documented illness or some other emergency occurring after the 12th week of the semester. Students must NOT assume that the instructor will agree to the grade of IN. Removal of the grade of IN must be instituted by the student and agreed to be the instructor and reported on the official Incomplete Completion Form. XIII. POLICY ON LATE OR MAKE-UP WORK Papers are due on the day and time specified. Extensions will be granted only for extenuating circumstances. If the paper is late without permission, the grade will be affected. XIV. POLICY ON CHANGES TO THE SYLLABUS AND/OR COURSE REQUIREMENTS It may be necessary to make some adjustments in the syllabus during the semester in order to respond to unforeseen or extenuating circumstances. Adjustments that are made will be communicated to students both verbally and in writing. SW 543 Bush VAC Summer 2015 pg. 20 of 22

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